Rob Jackson, P.E. (2012).
Every child has the right to attend school in safe buildings. Designing and constructing, seismically safe school facilities, is essential in order to mitigate the effects of a natural earthquake hazard. Using a four phase emergency process of mitigation, preparedness, response, and recovery, designers of schools as well as school administration may lessen the impact of substantial damage incurred during an earthquake.
Public Health Law & Policy (2012).
Joint use agreements allow school districts to share with local government the costs and responsibilities incurred by opening their facilities. This toolkit shared what PHLP [ChangeLab Solutions] has learned from successful joint use agreements, offering guidelines and templates for nationwide communities looking to expand their access to school recreational facilities.
Federal Emergency Management Administration (FEMA) (2011).
FEMA 74 explains the sources of earthquake damage that can occur in nonstructural components and provides information on effective methods for reducing risk associated with nonstructural earthquake damage. This fourth edition of the FEMA 74 document updates both the content and the format of the report. A considerable amount of new information now exists as a result of ongoing National Earthquake Hazard Reduction Program (NEHRP) activities, local and state government programs, private sector initiatives, and academic work focused on reducing the potential for nonstructural earthquake damage.
Tanner, C. K., & West, D. (2011). 2 (1)
Does the size of a school’s student population influence academic achievement levels among its students? Evolving from the “smaller is better” discussions and emergent theory on educational outcomes and school size, this question guided a study of 303 Georgia high schools to determine if the total high school population or school size influenced students’ outcomes defined in terms of test scores and graduation rates. Based upon the findings of this study, school size played no significant importance in students’ academic achievement. Therefore, regarding Georgia high schools, the size of the student population (school size) has little to no impact on academic achievement or graduation rates. This conclusion, however, may complement the arguments and developing theory that there is a point of maximum benefit or achievement levels in curvilinear measures of school size as compared to student outcomes and economy of scale.
U.S. Consumer Product Safety Commission (2010).
In recent years, it is estimated that there were more than 200,000 injuries annually on public playgrounds across the country. By following the recommended guidelines in this handbook, you and your community can create a safer playground environment for all children and contribute to the reduction of playground-related deaths and injuries.
Lindstrom, M. & Gillman, A. (2010).
Greening Early Childhood Centers, published by LISC’s Community Investment Collaborative for Kids (CICK). Greening Early Childhood Centers focuses on high-impact green design strategies that can be implemented over the long-term, as well as low-cost/no-cost ideas for physical improvements, environmental education and facilities operations that early childhood centers can undertake right away.
National Collaborating Centre for Environmental Health (2010).
This report provides concepts on how to evaluate buildings, residences and other built environment for mould, in order to reduce the risk of exposure. The information presented in this report is based on a survey of guidelines and peer-reviewed literature; due to the lack of scientific evidence in this area, most guidelines are based on practical experience and common sense or on risk management principles. The research process and a summary of documents reviewed are presented in the appendix.
Public Schools of North Carolina, State Board of Education, Department of Instruction (2010).
This document, in accordance with North Carolina's legislation direction, defined and described the educational spaces needed to support a modern, comprehensive educational program and to set minimal guidelines for types of spaces and for sizes of spaces. This resource is also intended: (1) to serve as a guide in evaluating existing facilities for functional adequacy; (2) to determine facility needs; and (3) to develop sound, long-range building plans.
National Collaborating Centre for Environmental Health (2010).
This report provides Public Health Inspectors (PHIs) and Environmental Health Officers (EHOs) with a summary of current knowledge about mould remediation. The information is based on Mould Remediation in Indoor Environments – Review of Guidelines & Evidence, a more comprehensive review of available evidence from current research papers and mould assessment guidelines commissioned by the National Collaborating Centre for Environmental Health (NCCEH).
http://www.ncceh.ca/sites/default/files/Short_Report_Mould_Assessment_Oct_2010.pdf
National Collaborating Centre for Environmental Health (2010).
This report provides mould remediation recommendations to Public Health Inspectors (PHIs) and Environmental Health Officers (EHOs) with the intention of making living conditions in homes better for the occupants. The mould remediation recommendations are based on available evidence from current research papers and mould assessments guidelines.
